In an era where computer skills are essential, South Korea’s education system is still stuck in basic skills training. To remain globally competitive, it is necessary to systematically strengthen in-depth education such as algorithms and programming.
Computer-related technologies have advanced so rapidly that there are few places where computers are not used. Computer systems are involved in most technologies, from palm-sized smartphones to cars, airplane systems, and even tiny chips injected into the body. This makes computer literacy and the ability to solve problems using computers even more important. In response, countries have begun to incorporate computer-related classes into their curricula, teaching students everything from how to use simple programs to more advanced topics. South Korea, for example, has established a computer course that starts in elementary school. In the 7th Curriculum, the guideline is to allocate 10% of the curriculum to information and communication utilization education. However, computer education in Korea is still at a simple level, such as teaching students how to operate and use information devices and use a few computer programs.
The reasons for the growing need for computer education go beyond just technical understanding. In the future, digital literacy will be an essential skill in all sectors of society. Computer education is no longer just about being computer literate, but also about developing creative problem-solving skills, analyzing and managing a variety of data, and more. The need for such education is further emphasized in the context of the Fourth Industrial Revolution. The Fourth Industrial Revolution heralds the convergence of various innovative technologies such as artificial intelligence, big data, and the Internet of Things, which are shaping new jobs and industries. Therefore, computer education is essential to foster future human resources, and the content of such education should be deepened.
Let’s take a look at why advanced computer education is necessary and what are the current problems with computer education in Korea. Furthermore, let’s take a look at what computer education should look like in the future.
In the curriculum published in December 2012, high schools include computer-related education policies under the name of ‘information’ in the practical course (technology and home). And in junior high schools, the “information” education policy is included in the elective curriculum. It is safe to say that the basic content of “information” education in junior high school and high school is almost the same. The basic goals of “information” education are to acquire the basic concepts and principles of information science and technology, to acquire computational thinking skills and problem-solving skills, and to develop the ability to solve everyday problems with efficient algorithms and to apply such thinking to real life and information devices. The educational content system is organized into four areas: information science and information ethics, information device configuration and operation, information representation and management, and problem-solving methods and procedures. In the area of information science and information ethics, students are taught about what information science is and the ethics of using the Internet. The Organization and Behavior of Information Devices section introduces the organization and operation principles of actual computers and what a network is. Representation and Management of Information introduces the structure and management of information. Finally, in the Problem Solving Methods and Procedures section, students are expected to learn real-world problem-solving strategies, programming methods using computers, and applications of algorithms.
On paper, it seems that current computer education covers all the necessary content, from information ethics to basic computer usage to actual information management and problem solving using algorithms. However, the problem is that in practice, the curriculum is not aligned with this. Computer science is a discretionary elective course, not a compulsory course, so there is no unified and systematic education for each school and grade. Although there are differences between schools, the proportion of the actual school day is small, with classes taking place about once a week. This is not enough considering the importance of computer education is being emphasized day by day. Since it is not a compulsory subject and the time allotted is small, the focus is on computer literacy rather than a class that encompasses all computer-related issues. The computer curriculum itself does not cover much in-depth content, and even that is not taught properly. Another problem is that the content of such education does not differ much between elementary school, middle school, and high school. In other words, students start learning computer-related skills from elementary school, but as they move up to middle school and high school, they learn similar content rather than deepening the content. If you look at the actual curriculum, you can see that the content taught in middle school and high school is almost identical. To sum up, computer education in Korea is not mandatory, and its share in the actual classroom is small, so it is not systematic and unified. In addition, the contents of the classes are taught in a superficial way, such as computer literacy education and simple program operation.
In order to properly recognize the importance of computer education in Korea and strengthen it, it is necessary to improve the overall educational environment. In particular, it is important to designate computer education as a compulsory subject and gradually deepen it from elementary school to high school. In addition, it is essential to shift from mere theoretical education to practice-oriented education so that students can actually solve problems using computers. To achieve this, teachers’ professional development should be enhanced, educational facilities should be improved, and the latest computer education programs should be introduced.
In the United States, the K-12 computer curriculum teaches computer-related lessons as early as kindergarten. The goal is to teach students not only the basic operation of computer devices and programs, but also to understand the nature of computer science and apply it to problem solving in other subjects. While there are variations from state to state, the Minnesota Computer Education Association’s analysis of computer education policies in more than 50 school districts across the U.S. found that the majority of them provide in-depth instruction in programming, algorithms, and data processing, in addition to the development of attitudes and values toward computers. In the United Kingdom, computer education is systematically provided under the leadership of the government. The National Learning Network has been established to provide an infrastructure for computer education, and all students are required to receive systematic training until grade 9. They also provide services for students to continue their education after grade 9 if they wish. In addition, students are not only taught theoretical information technology and computer skills, but are also encouraged to utilize information technology in other subjects so that they can apply it to their daily lives.
Recently, there has been a lot of discussion about strengthening computer education at the European Union (EU) level. The EU recognizes digital literacy as a fundamental competency that all citizens should have and is encouraging countries to develop education policies to that end. As part of this, schools are required to teach programming and introduce students to the basic concepts of computer science as early as elementary school. This international movement makes it clear that computer education is no longer an option, but a necessity. India, an emerging IT powerhouse that is churning out a large number of software-related workers, has a poorer educational infrastructure than the United States and the United Kingdom. What makes it unique, however, is its emphasis on in-depth content such as the use of algorithms and programming languages. The utilization of computer applications and networks is also taught, but at a later stage compared to other countries. The idea is to teach students to use computers to solve problems at an early age so that they become accustomed to using computers as a tool to solve problems. In addition, from the lower grades to the upper grades, there are systematic and unified educational goals, including learning programming languages, writing real programs, and applying them to solve problems. Finally, in Vietnam, programming languages are taught in grades 4 and 5, and students are expected to learn how to use them to solve problems in older grades.
If you look at the computer education policies of the above countries, you can see that computer education is systematically organized under the national policy, starting from the lower grades and continuing to the upper grades. In addition, the subject of computer does not exist as an independent subject, but has an organic connection with other subjects. In other words, students are taught to solve problems using computers as a tool to solve problems in other subjects. Therefore, it is natural to recognize computers as a tool to solve real problems and become familiar with solving problems using computers. In Korea, on the other hand, computer education exists as an independent subject and is not well connected to other subjects. This difference is largely due to differences in education policy, such as whether computer courses are required or not. However, the content of computer education also plays a big role in this. As mentioned above, Korea tends to focus on basic computer skills, such as basic computer usage and internet ethics. However, education policies in other countries require more in-depth content, such as using algorithms and programming languages to create real-world programs. They also teach students to use these algorithms and programs to solve problems in other subjects. In other words, learning algorithms and programming allows students to apply computers to solving problems in other subjects, and computer science is embedded in the way they solve problems. Furthermore, students can use computers to solve problems not only in school, but also in many real-life situations.
However, in Korean society, computer education is currently perceived as an optional and unimportant subject, and as a result, computer education has not been properly implemented. Even at vocational colleges, which specialize in computer education, computer education is provided for the purpose of employment and is not closely connected to university entrance. As a result, there is already a shortage of computer-related human resources. While the number of programmers who are ‘mass-produced’ (i.e., educated at a school for employment) is increasing, the number of computer software majors at Korea’s four universities is decreasing.
If this phenomenon continues, Korea’s IT competitiveness in the modern world, where globalization and informationization are accelerating, is bound to collapse. In particular, Korea risks falling behind in new technologies such as artificial intelligence and big data, and with the development of the digital economy, computer science and related technologies are becoming increasingly important, so the lack of talent in Korea could have a negative impact on economic growth in the long run. This is not just a problem for industry, but a serious issue that can lead to a decrease in competitiveness across the country.
Therefore, it is necessary to improve computer education in Korea to make it more specific and organized. Even if you can’t follow the entire curriculum, it is necessary to provide in-depth computer education, such as algorithms and programming languages, rather than just basic skills. Of course, it is important to learn basic operations and netiquette, but in terms of IT competitiveness and educational effectiveness, in-depth education such as algorithm and programming language education is important. In addition, if such education is systematically conducted, it will enhance higher thinking skills such as creative thinking, critical thinking, and problem solving skills. Algorithms allow us to analyze problems in a logical and step-by-step manner, and programming education allows us to actually use these algorithms to create and solve computer programs. And if this education is systematically provided through elementary, middle, and high school, it will improve students’ problem-solving skills overall and increase the number of students who want to enter computer-related college majors. The interest of diverse students in various computer fields is a good sign for the IT industry at the national level.
Of course, it is difficult to increase the proportion of computer education under the current entrance examination system, so it is necessary to start by raising awareness of the importance of computer education and gradually deepen the content of computer education. And in the end, it will be necessary to ensure that students are not just taught simple computer literacy, but essentially taught how to use computers to process and process information and solve problems.
